Book Title: The Role of Autobiographical Memory and Language in Increasing Self-Efficacy in Young Adults with ADHD

In a fast-paced and high-pressure society, young adults with ADHD often struggle with feelings of inadequacy or inability as a result of low levels of self-efficacy. While plenty of information and advice exists on the internet and social media, some of it might do more harm than good. In an effort to give psychology findings away to those who would benefit most, my project identifies interventions and practices that work to improve functioning and increase self-efficacy. These practices follow a “wise intervention” framework that identifies and addresses specific pressure points in patterns of thoughts, beliefs, and behaviors. The intended result is to work away from a self-defeating cycle and towards a self-enhancing one. This process focuses on how young adults with ADHD make meaning from their experiences and personal situations, which often involve negative judgments from important life figures such as teachers or parents. As such, an analysis of Martin Conway’s Self Memory System highlights the functions of autobiographical memory in this process of meaning-making. The formation of identity through self-attributions is also considered as it relates to motivation processes and the development of self-efficacy. Additionally, a focus on the use of language and its effects on self-views demonstrates its power on an intervention level. Self-help activities that challenge executive functioning, reframe negative experiences, and help to change mindset all contribute to the process of increasing self-efficacy and motivation. The workbook that I have created to accompany my project will provide activities such as expressive writing, attainable goal-setting, positive self-talk, and healthy reflective exercises.